Making e-Learning Indispensable

Russ AdkinsVP Academic Affairs

Broward CollegeFort Lauderdale, FL

Broward is a state college located in S. FL.AA, AS, AAS, BS, BAS degrees25,000 FTE3 campuses, 4 centers, 2 Int’l. centers

e-Learning was initially a faculty development initiative (“21st century professors”).◦ Compensated course development—AA and ASN

degrees◦ Collectively-bargained institutional policies and

practices Policies that encouraged faculty participation Course standards and development protocols

From Dispensable to Indispensable

BC’s first Educational Master Plan developed in 2005◦ e-Learning emerged at one of seven strategic goals

First e-Learning strategic plan developed (2005-2009) SACS substantive change/e-Learning degrees Data driven/evidence-based (BI)

Second e-Learning strategic plan developed (2009-2013) Scale-10% to 20% of FTE in 5 years (online and blended) Quality Matters Ubiquitous Blackboard

Planning: the Foundation for Becoming Indispensable

AY 03-04 AY 04-05 AY 05-06 AY 06-07 AY 07-08 AY 08-09 -

2,000

4,000

6,000

8,000

10,000

12,000

14,000

4,266

5,589

6,791

9,307

12,106 12,991

1,346 1,809

2,615 3,524

4,865

7,824

Online Unduplicated Headcount Blended Unduplicated Headcount

Results: the Framework for an Indispensable e-Learning Program

2003 2004 2005 2006 2007 2008 20090.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

1.8% 2.2% 2.8%3.9%

5.3%6.5% 6.8%

0.3%0.6%

0.9%

1.3%

1.7%

2.3%3.5%

BlendedOnline

e-Learning = 10% of College’s FTE

Traditional % Diff. Online % Diff. Blended % Diff. Total % Diff.2002 20,849 199 40 21,088

2003 21,868 5% 393 97% 63 57% 22,324 6%

2004 21,955 0% 499 27% 142 127% 22,596 1%

2005 21,912 0% 644 29% 203 43% 22,759 1%

2006 20,826 -5% 859 33% 279 38% 21,964 -3%

2007 20,538 -1% 1,176 37% 386 38% 22,099 1%

2008 21,389 4% 1,533 30% 534 38% 23,456 6%

2009 23,060 8% 1,751 14% 889 66% 25,700 10%

e-Learning Growth (FTE)

20021 20031 20041 20051 20061 20071 20081 20091 -

500

1,000

1,500

2,000

2,500

3,000

3,500

Fall Enrollment

Online and TraditionalOnline Only

Increasingly, Students are Taking Both Online and On-Campus Courses

Students Enrolled in Both Online and On-Campus Courses Take More Credits

Enrollment Type

Average # of

Courses Taken

Average Credit Hours

Average # of

Courses Taken

Average Credit Hours

Average # of

Courses Taken

Average Credit Hours

Average # of

Courses Taken

Average Credit Hours

Online Only 1.7 4.8 1.8 4.8 1.8 5.0 1.9 5.3Traditional Only 2.9 8.0 3.0 8.2 3.2 8.3 3.3 8.7Online & Traditional 4.0 10.1 4.0 10.3 4.1 10.4 4.1 10.7

All Students 3.0 8.4 3.1 8.5 3.1 8.6 3.2 8.8

2006-2007 2007-2008 2008-2009 2009-2010

Fall 2006 Fall 2007 Fall 2008 Fall 2009

2006 2007 2007 2007 2008 2008 2008 2009 2009 2009Fall Winter Summer Fall Winter Summer Fall Winter Summer Fall

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

Students Enrolled

Online Only

Students En-rolled in

Both Online and Traditional

Courses

Headcount of Students Enrolled in Online Courses(students enrolled only online and students en-

rolled in both online and traditional courses)

Summer Spikes in Online-Only Enrollments

College leadership sees e-Learning as a strategy to:◦ maintain market share as the private institutions

compete with us.◦ provide flexibility for an increasingly adult student

population.◦ develop enrollment, given the lack of construction

funding and already limited classroom space. e-Learning fees fund development. Enrollment = revenues

Towards being indispensable:College Leadership

Academic department administrators see e-Learning as:◦ their enrollment growth tool.◦ a means of providing flexibility in scheduling.

e-Learning section enrollment capacity is not the product of the number of seats in a room.

e-Learning adjuncts can be recruited from beyond the geographic area.

◦ a strategy to boost summer term enrollments.

Towards being indispensable: Administrators

Faculty see e-Learning as a means of providing:◦ marketable teaching skills◦ flexibility in their on-campus schedule◦ opportunities to maintain currency through

continuous professional development QM Accountability Learning outcomes Technology

Towards being indispensable: Faculty

e-Learning is providing critically needed FTE. Students taking both online and on-campus

courses are enrolling in more credits per term.

e-Learning sections are generally larger than campus sections.

e-Learning provides flexibility in scheduling the use of limited classroom facilities.

e-Learning will provide “instructional continuity” during an emergency.

e-Learning is Indispensable